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english writing question and need a sample draft to help me learn. - It is an argumentative essay about " To Kill a Mockingbird - it should include some quotations from the novel and it should have an introduction with a thesis and 3 body paragraphs and a conclusion - I posted the requirements - What is meant by the term “white savior”? Does Atticus Finch qualify as a white savior? this is the topic for the essay and what it will be about - word count 900-1200 - include a title - I'll post 2 sample essays Requirements: ENGL 102e & f, Fall 2022 Dr. Alan Hickman Paper I. Empathy and To Kill a Mockingbird Assignment due: Thursday, Feb. 9 For this assignment, you will write a 3-4 page (900-1200 word) paper about empathy in relation to the novel, by Harper Lee, entitled To Kill a Mockingbird. For our purposes, empathy is defined as one’s “ability to understand and share the feelings of another.” To quote Atticus Finch, “You never really understand a man until you consider things from his point of view . . . until you climb into his skin and walk around in it” (30). Your particular focus may be on an identifiable sub-theme in the novel, such as racism or misogyny, but your ideas should be grounded in a close reading of the text. The paper is due on Turnitin.com in time for class, on Thurs., Feb. 9 (see note* below). To begin, you must first write a thesis. [Example: “In To Kill a Mockingbird, Scout’s coming-of-age (her development as an empathetic young woman) is demonstrated in her interaction, in two pivotal scenes, with Walter Cunningham and with Walter’s father, Mr. Cunningham.”] You may use your responses on the Discussion Board and those of your classmates as inspiration for your text. Always indicate another writer’s words in quotation marks. You are welcome to quote, both from the text of the novel and from the articles I have given you links to on the syllabus. If you intend to use other sources, these must be cleared with me. We will be discussing the proper form in class. Do not simply retell the story. A summary of a literary work is called a précis; you are writing a thesis-driven essay, not a précis. Use summary and other plot details only as they serve to illustrate your thesis. Assignments should be submitted in the form I have outlined in my handout on “Formatting Your Essays” (see Content Area of Blackboard). MLA form does NOT call for a title sheet. Please do not provide one! Works Cited Ako-Adjei, Naa Baako. “Why It’s Time Schools Stopped Teaching To Kill a Mockingbird.” Transition: An International Review, no. 122, Jan. 2017, p. 182-200. JSTOR, . Ernst, Julia L. “Women in Litigation Literature: The Exoneration of Mayella Ewell in To Kill A Mockingbird.” Akron Law Review, no. 4, 2014, p. 1022-42. EBSCOhost, . King, Martin Luther, Jr., “I Have a Dream,” . Lee, Harper. To Kill a Mockingbird. Full Text PDF.pdf, . Pryor, Richard. “1982 Throwback: Richard Pryor Gets Serious about MLK, Breaks Down.” YouTube, uploaded by Hezakya Newz & Films, 29 Nov. 2022, To Kill a Mockingbird. Directed by Robert Mulligan, Universal Pictures, 1962. [Access dates may be added after a period at the end of the citation: Accessed 31 Jan. 2023.] [Student’s name deleted] Dr. Alan F. Hickman ENGL102 [Section deleted] Paper 1 23 Sept. 2022 In the Movie of To Kill a Mockingbird, the Circumstances of Tom’s Death Are Hard to Accept The fundamental causes of violence against black people in the 1960s were governmentally supported racism, brutality, and poor education. To Kill A Mockingbird, written by Harper Lee and directed as a film by Robert Mulligan, highlights racism in the 20th century. When the film was shot, in 1962, it showed the reality of a family in Alabama’s everyday life, and for the people watching it now, it shows how times change, as well as raising awareness of how people used to treat each other. This movie reminds the viewers that we don’t live in a perfect world and that people treat each other differently depending on their beliefs. It is no secret that throughout history, black people fought for their rights and never received them to a full extent. The film’s explanation of the circumstances of Tom’s death was not convincing, as the movie did not give it enough attention; however, the film is convincing in the way that it highlights the treatment of black people in America in the mid-20th century and their treatment today. Has there been any real change, or is it all just an illusion? The movie To Kill A Mockingbird illustrates the hatred of white Americans for African-Americans. White people are seen as rich and powerful, whereas people of color are seen as poor and irrelevant. For example, the maid, Cal, is a black woman. The maids were black, the gardeners were black, and the labor workers were black. On the other hand, the lawyers, doctors, and scientists were white. Highly paid jobs were given to white people only. Atticus Finch is portrayed as a very fair character. He never mistreats anyone, regardless of the color of their skin. He always treats the housemaid with respect. When Mayella’s father spits in his face, he ignores it and walks away. This shows how self-controlled and mature he is. He defends an African-American man who has been falsely accused of raping a white woman. Such a sensational trial in a town such as M was very rare. This was highlighted when Jem describes it as “the most exciting thing that’s ever happened in this town.” At that time, a black man never dared to go against a white man in court because it was inevitable that he would lose. The whole town gathered to watch Tom’s trial, and everybody was shocked. African Americans would stand far on the small balcony while white people would sit down, showing that white people were more critical. Atticus Finch does an excellent job in defending Tom. He proves that he could not have raped or hurt Mayella as his right arm was seriously injured and had not been functioning since he was a little child. Tom testifies to the truth in a very touching and sympathetic way, while Mayella is uncomfortable and makes it clear that she is hiding something. Regardless, the judge still choses to convict Tom because he is a black man. Although the truth is right there, and it is obvious who is telling the truth and who is lying, the black man loses the case. This gives the message that no matter what white people do, they will always be judged as superior to the black person. It shows that, even if they commit a crime, they can blame it on a person of another race, and it is almost guaranteed that they not be punished. The movie did not give much attention to Tom’s death. When he lost the trial, he was taken away, and The Sherrif just told Atticus that he was “being taken to safekeeping. Then, he tried to run away, and the sheriff shot him, trying to wound him, but he ended up killing him”. The movie focuses more on how Atticus told Tom’s family about the death; however, the death itself seemed somewhat ignored. There was no consequence for Tom’s death. It is almost certain that if a white person were killed in the same way, it would require a lot more detail, there would be a lot more time dedicated to it, and the killer would face some consequences. In the 20th century, African Americans had very few rights. Martin Luther King tried fixing this; however, it seems he failed. Ever since his iconic and unforgettable speech, people of color have decided to fight for themselves and do everything they can to have equal rights. Although it may look like things have changed today, they did not. A lot of people are indeed allowed to vote. They are allowed to sit next to whomever they want on a bus, and they are allowed to work any job they like and receive a salary that is as high as that of white people. However, racism still exists, and it is likely to live forever. Deep down, many white people discriminate against others based on the color of their skin. This is because this is what they learned from their parents and grandparents who grew up in the 20th century and thought they were prestigious over others. These are the adapted social norms which means that although white people do not act racist, racial thoughts still exist within them. In conclusion, the explanation regarding Tom Robinson’s death is not good enough. No attention is given to the fact that, as a result of the trial, an innocent human life has been lost. He is sent to prison where, instead of being kept safe, he is killed by a guard whose job it was to ensure his well-being. The excuse given about him running away is not convincing enough. Tom had no reason to run and knew he would be safer in prison. However, even if he did run, there was no reason for him to be shot. The sheriff would have no trouble tracking him down. Once again, this proves that white people can do whatever they want without any consequences. In the case of white versus black, white Americans always win. Works Cited Lee, Harper. To Kill a Mockingbird. Full Text PDF.pdf, . To Kill a Mockingbird. Directed by Robert Mulligan, . ENGL 102, Spring 2023 Possible Topics for Paper I (TKAM) Note: The following topics are related to empathy (in terms of racism and misogyny) in To Kill a Mockingbird (book and/or film). You are free to choose one to write on, or you may come up with your own topic. If your topic is not on my list, I would advise you to run it by me. 1. What is the significance of the title of the book? (see pages 93 and 280) 2. Do you accept the explanation given on the circumstances of Tom’s death? Why, or why not? 3. Mayella and her father are often seen as the villains of the novel. Do you find Mayella to be a sympathetic character? Why, or why not? 4. What does Atticus mean when he says you need to climb into [someone else’s] skin and walk around in it (or stand in someone else’s shoes) to understand them. (see pages 59 and 222) 5. According to Word Find, the so-called “N” word is used 48 times in TKAM. In one scene in the movie, an old black man is called “boy” by Bob Ewell. Wat his is the effect of such language on the reader? 6. What is meant by the term “white savior”? Does Atticus Finch qualify as a white savior? 7. The novel was made into a film two years after it was published. Are there any changes to the film that affect its treatment of racism and/or misogyny? 8. To Kill a Mockingbird is told from the point of view of young Scout. How does this affect the events of the book? 9. Describe an incident in which one of the children (Scout, Jem, or Dill) learns a lesson in empathy. What are the implications for the novel? 10. What might Scout learn about empathy from her teachers, Miss Caroline and Miss Gates? [Student’s name deleted] Dr. Alan F. Hickman ENGL 102 [Section deleted] 23 Sept. 2022 Sexism And Misogyny in To Kill a Mockingbird Empathy relates to the human ability to identify and share others’ feelings and emotions to realize them and express tolerance, respect, and understanding. Harper Lee’s To Kill a Mockingbird is a novel about all-consuming empathy, the central point of recognizing others’ intentions and comprehending their life experiences regardless of their origin, social, cultural, or ethnic backgrounds. To Kill a Mockingbird demonstrates the issues of sexism and gender stereotypes by portraying the protagonist’s struggles with discrimination and labeling, objectification, and limited definition of womanhood in a racist misogynist society with Scout’s gradual realization of distorted social constructs. The views of the narrator and chief protagonist of To Kill a Mockingbird, Scout Finch, on femininity and gender impact her further self-identification and interpretation of sexuality as something that people perform rather than gain from birth. Scout grows within the male environment, and her perspective of the female derives from the men’s definition of a woman as someone negative and not worthy of recognition. The girl does not identify herself with females after Jem’s argument that being a woman relates to being socially rejected and deprived. Scout recollects Jem’s words “that girls always imagined things, that's why other people hated them so, and if I started behaving like one I could just go off and find some to play with” (41). From her childhood, Scout frames her idea of being a girl as something “other,” scary and hateful even without fully understanding that she is born as a girl and what it means by nature, not society, to behave like a girl.  Sexism and misogyny penetrate the novel by imposing Scout with the distorted southern view of womanhood as the incarnation of sin unless being obedient to the standards of conduct. As a result, the protagonist unconsciously behaves as neither boy nor a girl. She expresses herself relatively to the way her male environment does but still realizes she is a girl because men constantly mention it in a negative context. “Scout, I’m tellin‘ you for the last time, shut your trap or go home—I declare to the Lord you’re gettin’ more like a girl every day!” (53). Scout faces sexism and prejudices that only strengthen her disrupted idea of femininity through her father's complete ignorance of her gender and identity while her brother’s repeat identification of women as malice, frivolous, weaker, and exclusively disadvantageous.   The issues of sexism, misogyny, and femininity make the novel a story of searching for one’s self in a range of assumptions, stereotypes, subjective evaluations, and labels. Scout rejects being a girl because of the negative connotations the society provides, while she also does not refuse her femininity but in a distinctive, individual way (Devi). Compared to Aunt Alexandra, Scout views femininity through what she decides to view as womanhood, not other women or men. Scout does not consider femininity to be implied in clothes, manners, occupations, or character traits. She claims that “Ladies in bunches always filled me with vague apprehension and a firm desire to be elsewhere, but this feeling was what Aunt Alexandra called being “spoiled”” (233). Aunt Alexandra personifies the expectations of their time regarding women’s identity and behavior, being too restricted in her worldview to recognize Scout’s individuality, and freedom to remain herself and not constrained by the intention to please social and gender hopes.  Apart from misogyny and sexism that make Scout view her female identity as entirely negative and underestimated, the author focuses on the assumptions and stereotypical images of women in 1930s America that limited a genuine idea of womanhood. Diverse interpretations of femininity, gender roles, and Scout’s constant battle as a female of new ideology are clear examples of sexism and objectification of women within a community that dictates gender roles and a set of female norms to be accepted, recognized, and feel a sense of belonging. Aunt Alexandra taught Scout that she “wasn’t supposed to be doing things that required pants. Aunt Alexandra’s vision of my deportment involved playing with small stoves, tea sets, and wearing the Add-A-Pearl necklace” (83). From the very beginning, Scout does not perform the traditional identity of a girl whose behavior, way of dressing, and manners correspond to the image of a lady as tender, submissive, and pure.  She grows up from the child who rejects femininity in a male-dominated environment to the girl who gradually recognizes the positive sides of womanhood but is not burdened by the social constructs of right and wrong. When Scout meets Calpurnia in the kitchen, she admits that by “watching her, I began to think there was some skill involved in being a girl” (117). Scout realizes that femininity has positive meanings, that women can perform and be skillful in various directions, making womanhood desirable and not miserable at all. The protagonist does not entirely reject femininity. Scout is not ready to think, behave and perceive herself as the southern society dictates and defines as common for all women (Devi). Scout seemingly does not relate herself to any gender at first but growing up she recognizes femininity in a way that differs from her society and especially Aunt Alexandra.  Aunt Alexandra is the incarnation of the southern ideology of femininity, the rules, and norms that women should abide by to be accepted and recognized. The aunt tries to teach Scout to be a real lady claiming that she “was born good but had grown progressively worse every year,” indicating Scout’s image, conduct, and style as bad and negative (84). Specifically, Aunt Alexandra’s constant attempt to transform Scout into the stereotypical lady only facilitated the girl’s individual view of femininity, the distinctive identity of a young woman who should not necessarily perform the standard norms to be called a female.  Aunt Alexandra struggled to teach Scout to be a lady by inviting her to female meetings but failed with Scout stating that “Aunt Alexandra fitted into the world of Maycomb like a hand into a glove, but never into the world of Jem and me” (133). Mainly, Aunt Alexandra’s definition of true womanhood was narrow and limited to her socially constructed ideas and images, while Scout refused to play according to others’ identities and interpretations by remaining herself, a young girl of free and independent views, actions, and style. Scout is the example of a new female role model, not predetermined by the social or gender views but free to be a woman by her gender but behave and act in life as an independent individual regardless of the imposed gender norms and images.  In conclusion, To Kill a Mockingbird is a story of recognizing others and ourselves in a world of blurred boundaries, identities, and images, dictated by misleading assumptions to gain power and control. Scout overcomes the challenges of misogyny and sexism that her brother and other men incarnate by defining womanhood as a negative phenomenon. Scout battles the stereotypes and distorted femininity that other women and her Aunt Alexandra embody to impose the wrongful images and make Scout forget who she is for meeting social expectations. The theme of misogyny, sexism, and confused femininity becomes a central conflict between the innocent girl and the world of limitations and inequalities that embarrass and deceive unless you are strong enough to withstand your value system and true identity. Works Cited Devi, K. Aruna. "Gender Construction in Harper Lee's To Kill a Mockingbird." Palarch’S Journal of Archaeology of Egypt/Egyptology, vol 17, no. 11, 2020, pp. 250-254. Lee, Harper. To Kill a Mockingbird. 30 Mar. 2005. Google Docs,.  ENGL 102, Spring 2023 Possible Topics for Paper I (TKAM) Note: The following topics are related to empathy (in terms of racism and misogyny) in To Kill a Mockingbird (book and/or film). You are free to choose one to write on, or you may come up with your own topic. If your topic is not on my list, I would advise you to run it by me. 1. What is the significance of the title of the book? (see pages 93 and 280) 2. Do you accept the explanation given on the circumstances of Tom’s death? Why, or why not? 3. Mayella and her father are often seen as the villains of the novel. Do you find Mayella to be a sympathetic character? Why, or why not? 4. What does Atticus mean when he says you need to climb into [someone else’s] skin and walk around in it (or stand in someone else’s shoes) to understand them. (see pages 59 and 222) 5. According to Word Find, the so-called “N” word is used 48 times in TKAM. In one scene in the movie, an old black man is called “boy” by Bob Ewell. Wat his is the effect of such language on the reader? 6. What is meant by the term “white savior”? Does Atticus Finch qualify as a white savior? 7. The novel was made into a film two years after it was published. Are there any changes to the film that affect its treatment of racism and/or misogyny? 8. To Kill a Mockingbird is told from the point of view of young Scout. How does this affect the events of the book? 9. Describe an incident in which one of the children (Scout, Jem, or Dill) learns a lesson in empathy. What are the implications for the novel? 10. What might Scout learn about empathy from her teachers, Miss Caroline and Miss Gates?